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Showcase
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Faculty Showcase
The following list of technology-mediated projects were supported by the Faculty Resource Center. Contact the participating faculty for more information on their projects, or the FRC staff if you have questions re FRC support.Fall 2000
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Jan Anderson, Nursing
Department completed 12/2000 Project Narrative Jan Anderson used a Faculty Enrichment Grant to develop an instructor-made videotape to be used by nursing students to learn the assessment and bathing of the neonate. Videotapes provide an efficient way to teach nursing students very difficult and often frightening material. Videotapes offer an easy way to watch, practice and learn a skill before actually performing the skill in the hospital. This video was made specifically for an ADN course titled "Maternal/Newborn Care", but will be used by nursing students in both the Vocational Nursing and Associate Degree Nursing Programs to become more competent and confident with these skills. It is now in the Allied Health and Nursing Laboratory. Jan was able to find a real newborn, an expert nurse working in the field and a nursing student to film the assessment and bathing of a newborn. The assessment included a system-by-system assessment for both normal and any possible abnormalities of the neonate. The baby was also bathed, dressed and swaddled. Many of the Newborn Nursery procedures and policies were included in the demonstration. Important Basic Standards for the ADN program were also included: asepsis, safety, accountability, organization, professionalism and documentation. It is crucial for nursing students to learn to become competence practitioners in order to provide excellence in their nursing care. This videotape will help to ensure the success of all nursing students at SBCC in this important area. Thanks to the FRC for their support and wonderful work! Video Excerpts--"Assessment
and Bathing of the Neonate" |
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Kathy Molloy, English
and Essential Skills 6/2001 Project Narrative English Skills instructors and students face a unique challenge. Enrollment in these classes typically includes the American student, either a recent graduate or returning student, Hispanic or Asian students raised in the United States who may be bicultural, immigrant students with different first languages and cultural backgrounds and international students who are experiencing the American classroom for the first time. The expectations of student-teacher interaction and student-student interactions are quite varied, thus often leading to frustration, missed opportunities for success and what intercultural researchers call ìcculture bumps. During a joint meeting of instructors from the ESL department and the English Skills department in Fall 1999, many faculty expressed frustration with students who do not seem capable of participating successfully in collaborative exercises for either linguistic or cultural reasons. It was suggested that faculty begin the semester with a discussion of cultural differences; however, instructors wondered how the topic could best be introduced. We propose to make a videotape of students enrolled in English Skills classes discussing their experiences from a cultural perspective. Copies of the twenty minute to thirty minute video will be available for instructors teaching ESL Level 5 and English Skills classes to use as a springboard for discussion and optional writing assignments to help students explore different communication styles and to better understand their own style. Copies of the tape will also be available in the LRC for viewing by faculty in other departments. Video Excerpts--"Beyond
the Accent" |
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Dr. Peter Haslund,
Political Science December 2000 "Altered Lenses
for the Global Village" Prologue
Technology continues to give life to McLuhanïs observations about the Global Village, and the history of the last half-century has demonstrated our global capacity to adapt to change brought on by that technology. We have become a "wired" world symbolized by cell phones, e-mail and microchips, but at mid-point of the 20th century, we brought World War II to an end with the help of a very different technologyãthe atomic bomb. This weapon of mass destruction gave birth to the nuclear age and contributed to a new form of conflictœa Cold War. We survived that bitter conflict. It was a time generally characterized by an absence of trust or willingness to see an adversaryïs point of view. There was little direct communication because to communicate with the other side was seen as pointless in both Washington and Moscow. "They" would never tell the truth! In the absence of direct contact, the United States and the Soviet Union engaged each other on a most dangerous plane: each side made security decisions based on their perception of the other, and those perceptions became synonymous with reality. The result was a costly and dangerous arms race, justified in terms of security needs based on a "worst-case scenario." By 1986, as American and Soviet leaders began to recognize the futility of this contest, we could jointly boast of having approximately 70,000 nuclear weapons, with average destructive yield ranging from 20 to 30 times the explosive power that leveled either Hiroshima or Nagasaki. Today, there is no Cold War, yet weapons of mass destruction continue to exist as does the nation-state system that brought them into being. Yet, uncertain as they may be, there are signs of change as well as hope. Contemporary technology has allowed us to communicate with people in every corner of the world. Nation-states have willingly suspended the right to establish trade barriers on a reciprocal basis and we find ourselves discussing the potential, for good or ill, of a process popularly known as "globalization." Have
we turned a corner? Will this new system replace the nation-state? How
can we now evaluate what is happening to our Global Village? Video and Text Excerpts
from the lecture--"Altered Lenses
for the Global Village" |
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Dr. Curtis Solberg,
History Department 6/2000-9/2000 Project Narrative the project narrative info goes here...asdf Video and Text Excerpts
from the lecture--"Choosing the Wrong
Side" |
Spring 2000
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Jane Brody, English
and Essential Skills completed 5/2000 Project Narrative Links to Webquests Tortilla Curtain--http://www.sbcc.net/academic/eng/brody/111/tortilla/tortilla.html Executive Order 9066: Japanese Internment--http://www.sbcc.net/academic/engsk/brody/103/internment/internment.html School Choice--http://www.sbcc.net/academic/engsk/brody/103/schoolchoice/schoolchoice.html Rethining Our Schools--http://www.sbcc.net/academic/engsk/brody/103/schooldesign/schooldesign.html |
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Pat Chavez-Nunez,
English as a Second Language completed 5/2000 Project Narrative |
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